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												  The Social Life of Khadi: Gandhi's Experiments with the IndianThe Social Life of Khadi: Gandhi’s Experiments with the Indian Economy, c. 1915-1965 by Leslie Hempson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in the University of Michigan 2018 Doctoral Committee: Associate Professor Farina Mir, Co-Chair Professor Mrinalini Sinha, Co-Chair Associate Professor William Glover Associate Professor Matthew Hull Leslie Hempson [email protected] ORCID iD: 0000-0001-5195-1605 © Leslie Hempson 2018 DEDICATION To my parents, whose love and support has accompanied me every step of the way ii TABLE OF CONTENTS DEDICATION ii LIST OF FIGURES iv LIST OF ACRONYMS v GLOSSARY OF KEY TERMS vi ABSTRACT vii INTRODUCTION 1 CHAPTER 1: THE AGRO-INDUSTRIAL DIVIDE 23 CHAPTER 2: ACCOUNTING FOR BUSINESS 53 CHAPTER 3: WRITING THE ECONOMY 89 CHAPTER 4: SPINNING EMPLOYMENT 130 CONCLUSION 179 APPENDIX: WEIGHTS AND MEASURES 183 BIBLIOGRAPHY 184 iii LIST OF FIGURES FIGURE 2.1 Advertisement for a list of businesses certified by AISA 59 3.1 A set of scales with coins used as weights 117 4.1 The ambar charkha in three-part form 146 4.2 Illustration from a KVIC album showing Mother India cradling the ambar 150 charkha 4.3 Illustration from a KVIC album showing giant hand cradling the ambar charkha 151 4.4 Illustration from a KVIC album showing the ambar charkha on a pedestal with 152 a modified version of the motto of the Indian republic on the front 4.5 Illustration from a KVIC album tracing the charkha to Mohenjo Daro 158 4.6 Illustration from a KVIC album tracing
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												  GUJARAT UNIVERSITY Hisotry M.APublication Department, Guajrat University [1] GUJARAT UNIVERSITY Hisotry M.A. Part-I Group - 'A' In Force from June 2003, Compulsory Paper-I (Historiography, Concept, Methods and Tools) (100 Marks : 80 Lectures) Unit-1 : Meaning and Scope of Hisotry (a) Meaning of History and Importance of its study. (b) Nature and Scope of History (c) Collection and selection of sources (data); evidence and its transmission; causation; and 'Historicism' Unit-2 : History and allied Disciplines (a) Archaeology; Geography; Numasmatics; Economics; Political Science; Sociology and Literature. Unit-3 : Traditions of Historical Writing (a) Greco-Roman traditions (b) Ancient Indian tradition. (c) Medieval Historiography. (d) Oxford, Romantic and Prussion schools of Historiography Unit-4 : Major Theories of Hisotry (a) Cyclical, Theological, Imperalist, Nationalist, and Marxist Unit-5 : Approaches to Historiagraphy (a) Evaluation of the contribution to Historiography of Ranke and Toynbee. (b) Assessment of the contribution to Indian Historiography of Jadunath Sarkar, G.S. Sardesai and R.C. Majumdar, D.D. Kosambi. (c) Contribution to regional Historiography of Bhagvanlal Indraji and Shri Durga Shankar Shastri. Paper-I Historiography, Concept, Methods and Tools. Suggested Readings : 1. Ashley Montagu : Toynbee and History, 1956. 2. Barnes H.E. : History of Historical Writing, 1937, 1963 3. Burg J.B. : The Ancient Greek Historians, 1909. 4. Car E.H. : What is History, 1962. 5. Cohen : The meaning of Human History, 1947, 1961. 6. Collingwood R.G. : The Idea of History, 1946. 7. Donagan Alan and Donagan Barbara : Philosophy of History, 1965 8. Dray Will Iam H : Philosophy of History, 1964. 9. Finberg H.P.R. (Ed.) : Approaches to History, 1962.
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												  Gandhi Sites in Durban Paul Tichmann 8 9 Gandhi Sites in Durban Gandhi Sites in Durbanlocal history museums gandhi sites in durban paul tichmann 8 9 gandhi sites in durban gandhi sites in durban introduction gandhi sites in durban The young London-trained barrister, Mohandas Karamchand Gandhi 1. Dada Abdullah and Company set sail for Durban from Bombay on 19 April 1893 and arrived in (427 Dr Pixley kaSeme Street) Durban on Tuesday 23 May 1893. Gandhi spent some twenty years in South Africa, returning to India in 1914. The period he spent in South Africa has often been described as his political and spiritual Sheth Abdul Karim Adam Jhaveri, a partner of Dada Abdullah and apprenticeship. Indeed, it was within the context of South Africa’s Co., a firm in Porbandar, wrote to Gandhi’s brother, informing him political and social milieu that Gandhi developed his philosophy and that a branch of the firm in South Africa was involved in a court practice of Satyagraha. Between 1893 and 1903 Gandhi spent periods case with a claim for 40 000 pounds. He suggested that Gandhi of time staying and working in Durban. Even after he had moved to be sent there to assist in the case. Gandhi’s brother introduced the Transvaal, he kept contact with friends in Durban and with the him to Sheth Abdul Karim Jhaveri, who assured him that the job Indian community of the City in general. He also often returned to would not be a difficult one, that he would not be required for spend time at Phoenix Settlement, the communitarian settlement he more than a year and that the company would pay “a first class established in Inanda, just outside Durban.
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												  Friends of GandhiFRIENDS OF GANDHI Correspondence of Mahatma Gandhi with Esther Færing (Menon), Anne Marie Petersen and Ellen Hørup Edited by E.S. Reddy and Holger Terp Gandhi-Informations-Zentrum, Berlin The Danish Peace Academy, Copenhagen Copyright 2006 by Gandhi-Informations-Zentrum, Berlin, and The Danish Peace Academy, Copenhagen. Copyright for all Mahatma Gandhi texts: Navajivan Trust, Ahmedabad, India (with gratitude to Mr. Jitendra Desai). All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transacted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publishers. Gandhi-Informations-Zentrum: http://home.snafu.de/mkgandhi The Danish Peace Academy: http://www.fredsakademiet.dk Friends of Gandhi : Correspondence of Mahatma Gandhi with Esther Færing (Menon), Anne Marie Petersen and Ellen Hørup / Editors: E.S.Reddy and Holger Terp. Publishers: Gandhi-Informations-Zentrum, Berlin, and the Danish Peace Academy, Copenhagen. 1st edition, 1st printing, copyright 2006 Printed in India. - ISBN 87-91085-02-0 - ISSN 1600-9649 Fred I Danmark. Det Danske Fredsakademis Skriftserie Nr. 3 EAN number / strejkode 9788791085024 2 CONTENTS INTRODUCTION ESTHER FAERING (MENON)1 Biographical note Correspondence with Gandhi2 Gandhi to Miss Faering, January 11, 1917 Gandhi to Miss Faering, January 15, 1917 Gandhi to Miss Faering, March 20, 1917 Gandhi to Miss Faering, March 31,1917 Gandhi to Miss Faering, April 15, 1917 Gandhi to Miss Faering,
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												  Unpaid / Unclaimed Dividend for Fy 2018-19 Flno PaycityUNPAID / UNCLAIMED DIVIDEND FOR FY 2018-19 FLNO PAYCITY NAM1 NAMEEXT FHNAME ADD1 ADD2 ADD3 CITY PIN SHARESNETDVD NET MICRNOPROPIEPF 1203690000015751 A&N ISLANDS VENKATA RAMANA REDDY KOTTAPALLI 1-131 MACHAVARAM KANDUKURU PRAKASAM(DT) 0 100 800.00 800.00 47 29-OCT-2026 1202900000009985 Vadodara ASHOKBHAI RAMANBHAI PATEL AT & POST: RANOLI AT: RANOLI 0 150 1200.00 1200.00 48 29-OCT-2026 1201910100707978 VALSAD CHIMANBHAI BHAVANBHAI PATEL 1 TALAVCHORA TA CHIKHLII DI. VALSAD 0 100 800.00 800.00 50 29-OCT-2026 S0014666 NEW DELHI S KULWANT SINGH C/O ANAND FILLING STATION IRWIN ROAD NEW DELHI NEW DELHI 110001 12 96.00 96.00 51 29-OCT-2026 K0011666 NEW DELHI KAMAL KISHORE RATHI 22 STOCK EXCHANGE BLDG ASAF ALI ROAD NEW DELHI NEW DELHI 110001 76 608.00 608.00 52 29-OCT-2026 C0004874 NEW DELHI CITIBANK N A 124 JEEVAN BHARATHI BLDG CONNAUGHT CIRCUS NEW DELHI NEW DELHI 110001 67 536.00 536.00 55 29-OCT-2026 R0006790 NEW DELHI RADHA KHANNA C/O PRITHVI RAJ KHANNA I S I CLUB CANTEEN MANAK BHAVAN 9 BAHADUR SHAH ZAFAR MARG NEW DELHI NEW DELHI 110002 74 592.00 592.00 57 29-OCT-2026 P0005340 NEW DELHI PRITHVI RAJ KHANNA ISI CLUB CANTEEN MANAK BHAVAN 9 BAHADUR SHAH ZAFAR MARG NEW DELHI NEW DELHI 110002 74 592.00 592.00 58 29-OCT-2026 A0008134 NEW DELHI ASUTOSH JOSHI C/O SHRI SUKH LAL JOSHI LINK HOUSE NAV BHARAT VANIJYA LTD 3 BAHADUR SHAH ZA NEW DELHI NEW DELHI 110002 36 288.00 288.00 61 29-OCT-2026 N0007772 NEW DELHI NAVEEN SOOD 1815 IIND FLR UDAYCHAND MARG KATLA MUBARAKPUR NEW DELHI NEW DELHI 110003 2 16.00 16.00 62 29-OCT-2026 N0009316 NEW DELHI NAMRITA MITTAL
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												  1. Letter to Children of Bal Mandir1. LETTER TO CHILDREN OF BAL MANDIR KARACHI, February 4, 1929 CHILDREN OF BAL MANDIR, The children of the Bal Mandir1are too mischievous. What kind of mischief was this that led to Hari breaking his arm? Shouldn’t there be some limit to playing pranks? Let each child give his or her reply. QUESTION TWO: Does any child still eat spices? Will those who eat them stop doing so? Those of you who have given up spices, do you feel tempted to eat them? If so, why do you feel that way? QUESTION THREE: Does any of you now make noise in the class or the kitchen? Remember that all of you have promised me that you will make no noise. In Karachi it is not so cold as they tried to frighten me by saying it would be. I am writing this letter at 4 o’clock. The post is cleared early. Reading by mistake four instead of three, I got up at three. I didn’t then feel inclined to sleep for one hour. As a result, I had one hour more for writing letters to the Udyoga Mandir2. How nice ! Blessings from BAPU From a photostat of the Gujarati: G.N. 9222 1 An infant school in the Sabarmati Ashram 2 Since the new constitution published on June 14, 1928 the Ashram was renamed Udyoga Mandir. VOL.45: 4 FEBRUARY, 1929 - 11 MAY, 1929 1 2. LETTER TO ASHRAM WOMEN KARACHI, February 4, 1929 SISTERS, I hope your classes are working regularly. I believe that no better arrangements could have been made than what has come about without any special planning.
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												  Volume Fourty-One : (Dec 2, 19271. SPEECH AT PUBLIC MEETING, CHICACOLE December 3, 1927 You seem to be dividing all the good things with poor Utkal1. I flattered myself with the assumption that my arrival here is one of the good things, for I was going to devote all the twenty days to seeing the skeletons of Orissa; but as you, the Andhras, are the gatekeepers of Orissa on this side, you have intercepted my march. But I am glad you have anticipated me also. After entering Andhra Desh, I have been doing my business with you and I know God will reward all those unknown people who have been co-operating with me who am a self- appointed representative of Daridranarayana. And here, too, you have been doing the same thing. Last night, several sister came and presented me with a purse. But let me tell you this is not after all my tour in Andhra. I am not going to let you alone so easily as this, nor will Deshabhakta Konda Venkatappayya let me alone, because I have toured in some parts of Ganjam. I am under promise to tour Andhra during the early part of next year, and let me hope what you are doing is only a foretaste of what you are going to do next year. You have faith in true non-co-operation. There is the great drink evil, eating into the vitals of the labouring population. I would like you to non-co-operate with that evil without a single thought and I make a sporting proposal, viz., that those who give up drink habit should divide their savings with me on behalf of Daridranarayan.
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												  Gandhi Wields the Weapon of Moral Power (Three Case Stories)Gandhi wields the weapon of moral power (Three Case Stories) By Gene Sharp Foreword by: Dr. Albert Einstein First Published: September 1960 Printed & Published by: Navajivan Publishing House Ahmedabad 380 014 (INDIA) Phone: 079 – 27540635 E-mail: [email protected] Website: www.navajivantrust.org Gandhi wields the weapon of moral power FOREWORD By Dr. Albert Einstein This book reports facts and nothing but facts — facts which have all been published before. And yet it is a truly- important work destined to have a great educational effect. It is a history of India's peaceful- struggle for liberation under Gandhi's guidance. All that happened there came about in our time — under our very eyes. What makes the book into a most effective work of art is simply the choice and arrangement of the facts reported. It is the skill pf the born historian, in whose hands the various threads are held together and woven into a pattern from which a complete picture emerges. How is it that a young man is able to create such a mature work? The author gives us the explanation in an introduction: He considers it his bounden duty to serve a cause with all his ower and without flinching from any sacrifice, a cause v aich was clearly embodied in Gandhi's unique personality: to overcome, by means of the awakening of moral forces, the danger of self-destruction by which humanity is threatened through breath-taking technical developments. The threatening downfall is characterized by such terms as "depersonalization" regimentation “total war"; salvation by the words “personal responsibility together with non-violence and service to mankind in the spirit of Gandhi I believe the author to be perfectly right in his claim that each individual must come to a clear decision for himself in this important matter: There is no “middle ground ".
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												  Working Paper No. 145 Tribal Education in GujaratWorking Paper No. 145 Tribal Education in Gujarat: An Evaluation of Educational Incentive Schemes B.L. Kumar Gujarat Institute of Development Research Gota, Ahmedabad 380 060 June 2004 Abstract This paper provides a comprehensive review of the working of various incentive schemes and assesses their utility coverage and quality of benefits received by the tribal children, besides an analysis of secondary data on tribal education in the state. A survey of 885 tribal households was done in 40 villages of four tribal districts of the state. The following are the major findings: Literacy among tribals is low in all districts. Female literacy is abysmally low. Three out of four tribal females are illiterate. Very small proportion of tribal habitations have upper primary and secondary schools and quality of education measured in terms of per school number of teachers, classrooms and other basic facilities such as drinking water, toilet etc. is quite poor in tribal areas. Non- enrolment and dropout rates are also high among tribals and poverty as well as low quality of education are the important factors for more children to be out of schools. An evaluation of incentive scheme reveals that education is free for almost all tribal children. Though about 95 per cent of children received free books only 56 per cent school going children received cash scholarship and three-fourth of them received less than Rs. 100. This paltry sum is quite inadequate and also received late. It hardly helps in increasing school enrolment and retention rates. While fifty per cent of children reported receipt of school uniform only half of them received two pairs of uniforms, and five per cent received it in time.
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												  Gandhi and Sexuality: in What Ways and to What Extent Was Gandhi’S Life Dominated by His Views on Sex and Sexuality? Priyanka BoseView metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The South Asianist Journal Gandhi and sexuality: in what ways and to what extent was Gandhi’s life dominated by his views on sex and sexuality? Priyanka Bose Vol. 3, No. 1, pp. 137–177 | ISSN 2050-487X | www.southasianist.ed.ac.uk www.southasianist.ed.ac.uk | ISSN 2050-487X | pg. 137 Vol. 3, No. 1, pp. 137–177 Gandhi and sexuality: in what ways and to what extent was Gandhi’s life dominated by his views on sex and sexuality? Priyanka Bose [email protected] Though research is coming to light about Gandhi’s views on sexuality, there is still a gap in how this can be related or focused to his broader political philosophy and personal conduct. Joseph Alter states: “It is well known that Gandhi felt that sexuality and desire were intimately connected to social life and politics and that self-control translated directly into power of various kinds both public and private.”* However, I would argue, that the ways in which Gandhi connected these aspects, why and how, have not been fully discussed and are, indeed, not well known. By studying his views and practices with relation to sexuality, I believe that much can be discerned as to how his political philosophy and personal conduct were both established and acted out. In this paper I will aim, therefore, to address: what his views were on sex and sexuality, contextualizing his views with those of the time, what his influences were in his ideology on sex, and how these ideologies framed and related to his political philosophy as well as conduct.
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												  1895 Jugatram Dave Was Born on 1St SeptembeMR. JUGATRAM DAVE Recipient of Jamnalal Bajaj Award for Constructive Work-1978 Born: 1895 Jugatram Dave was born on 1st September, 1895 at Laktar (Kathiawar). He studied upto Matric at Bombay and worked in a Gujarati monthly Vismi Sadi for some time. As the Bombay climate did not suit him, Swami Anand sent him to Baroda in 1915, where he worked as a teacher in a village school under the guidance of Acharya Kakasaheb Kalelkar for a couple of years. In 1917 he went to Ahmedabad to join the Kochrab Ashram and later shifted to the Sabarmati Ashram. He became an ideal ashramite, earning the confidence of Gandhiji and Kasturba. He worked first as a teacher in the national school established by Gandhiji and later joined the Navjivan Press. Jugatrambhai was deeply impressed by Gandhiji’s Constructive Programme and wished to take it up in right earnest on his own. This he could do only in 1924, when he went to stay at the Swaraj Ashram, Bardoli. He took an active part in flood relief operations in 1927 when many parts of Gujarat were devastated by floods and later in the Bardoli Satyagraha in 1928 under the leadership of Sardar Vallabbhai Patel. Soon afterwards he set up an ashram at Vedchhi, in the Raniparaj area inhabited mostly by Adivasis, as he felt that constructive work was most needed in uplifting the people of this socially and economically backward area. Jugatrambhai was, however, not able to give his undivided attention to organize and develop the Ashram activities on a wide and systematic scale till many years later.
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												  Gandhi's SwarajPERSPECTIVE when his right hand got tired he used his Gandhi’s Swaraj left hand. That physical tiredness did not d iminish Gandhi’s powers of concentra- tion was evident from the fact that the Rudrangshu Mukherjee manuscript had only 16 lines that had been deleted and a few words that had This essay briefl y traces Gandhi’s “I am a man possessed by an idea’’ – Gandhi been altered.3 to Louis Fischer in 1942. The ideas presented in that book grew ideas about swaraj, their “I made it [the nation] and I unmade it” out of Gandhi’s refl ection, his reading and articulation in 1909 in Hind – G andhi to P C Joshi in 1947. “I don’t want to die a failure. But I may be a his experiences in South Africa. It is sig- Swaraj, the quest to actualise failure” – Gandhi to Nirmal Bose in 1947.1 nifi cant that when he wrote Hind Swaraj, these ideas, the turns that history Gandhi had not immersed himself in Indi- gave to them, and the journey n the midnight of 14-15 August an society and politics. His experiments in that made Mohandas 1947, when Jawaharlal Nehru, the India still lay in the future. In fact, Hind Ofi rst prime minister of India, Swaraj served as the basis of these experi- Karamchand Gandhi a lonely coined the phrase – “tryst with destiny”– ments. Gandhi’s purpose in writing the man in August 1947. that has become part of India’s national book was, he wrote, “to serve my country, lexicon, and India erupted in jubilation, to fi nd out the Truth and to follow it”.